Indigenous-Education-Review_DRAFT

Recommendations

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Review of Indigenous Education in the Northern Territory Bruce Wilson a. strengthening initial training, including cultural competency training; b. developing a clear statement of the responsibilities of leadership in bush schools; c. establishing mentoring (professional and cultural) and coaching arrangements for all principals; d. establishing small groups of bush principals to engage in shared professional learning and instructional rounds in each other’s schools; e. requiring applicants for senior positions to demonstrate a pattern of relevant professional learning, including specific required programs without which candidates should not be appointed; f. exploring the possibility of attracting a small group of outstanding principals to bush schools; and g. arranging early appointment and release of new bush appointees to ensure effective handover. 31. Raise the quality of bush teachers by: a. improving principal quality; b. enhancing the role of the local principal in staff selection; c. negotiating with Northern Territory teacher education institutions to ensure that courses take account of Department priorities and the requirements for bush teaching; d. attracting interstate pre‐service teachers to undertake teaching rounds in Northern Territory bush schools; e. providing initial cultural training to all appointees; and f. ensuring that initiatives proposed in this report are supported with effective professional learning and coaching. 32. Evaluate the implementation of Visible Learning in Central Region with a view to its implementation initially in all town schools in the Northern Territory, and later in all schools. 33. Ensure that allocations of Indigenous staff in ancillary positions (e.g. Aboriginal and Islander Education Workers) are based on need rather than historical practice. DRAFT 34. Investigate the effectiveness of leadership support and development particularly for the provision of leadership support in bush schools. 35. Require all applicants for study leave to address department priorities, have clear goals and a planned program, and prepare a report on completion of study leave. Finance Resourcing issues were prominent among responses to the review. While there was not a general view that resources were lacking, many respondents commented on the management, distribution, targeting and timing of resources and their sometimes negative effect on planning. There were common stories about funding decisions terminating useful initiatives and changes in funding directions causing difficulties at school and system level. In a significant number of cases, the issues arose from term‐limited Australian Government funding or Northern Territory’s decisions about this funding. The department should allocate funding in accordance with the strategic plan recommended by this review and maintain it for extended periods. This will support longer‐term planning at all levels of the department. The department should also seek a single, integrated long‐term funding agreement 17
Review of Indigenous Education in the Northern Territory Bruce Wilson with the Australian Government on Indigenous education, based on the goals in the strategic plan and allocated as flexibly as is consistent with effective accountability. Recommendations 36. Allocate long‐term funding in accordance with the strategic plan recommended by this review and maintain a consistent direction across the life of the plan. 37. Seek a single, integrated agreement with the Australian Government on funding for Indigenous education (and more broadly) committing both governments to: a. long‐term goals and targets based on the strategic plan for Indigenous education recommended by this review; b. reasonable certainty in funding over an extended period allowing long‐term planning; c. flexibility in funding allocations by the Territory combined with effective accountability; and d. longitudinal evaluation of all key initiatives enabling progressive modification of the plan in response to evidence. DRAFT 18
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Indigenous-Education-Review_DRAFT

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